Articles on Montessori Practical Life and Normalization
I have been a Montessori teacher and director for over thirty years. I have enjoyed tremendous success with my San Francisco school, Playgroup. I decided to spend my fifty-fifth year earning my Masters Degree in Montessori Pedagogy. During the first semester of my journey I came to realize the simple elegance and brilliance of Dr. Montessori’s Practical Life curriculum. Unlike the Montessori Math, Language, Sensorial and Geography curricula, Practical Life is completely passed down from teacher to teacher. Montessori generally wrote of the importance of providing everyday living experiences and basic activities like setting a table or washing clothes, but the curriculum has evolved over time and through sharing ideas as a global community Montessori teachers has passed down ideas and a curriculum honored by all training programs. The internet has been an tremendous resource.
I reread Dr. Montessori’s The Absorbent Mind and The Secret of Childhood. Her theory on Normalization, the child’s state of order and organization and the single most important goal a teacher can have for each child, is my favorite concept. I quickly saw how the Practical Life curriculum, more than any other area of the class, provides the best opportunities for Normalization.
What follows are a collection of articles on Practical Life and Normalization.
A collage of some of the Montessori Practical Life activities in our classrooms. Practical life activities build a foundation on which the children will grow and carry over into the other areas of the classroom, and over in to their every day life. The Montessori Practical Life exercises respond to the need for Order, Movement, Sensorial Exploration and a Child’s Love of Work. Practical Life activities feed their natural desire to work, and play an active role in their environment.
Lesley Mills
practical life
http://www.infomontessori.com/practical-life/introduction.htm
SUMMARY
This article details two specific areas in the Practical Life Area: Care of Self and Grace and Courtesy. Children 3-6 are provided opportunities to take part in simple self care, such as nail care and hair brushing. Children are encouraged to greet each other and create space for one another. The shelves in the classroom are neatly arranged and regularly changed to best engage the children. Beautiful photos are included showing the activities on the shelf.
What I learned
It is important to add materials to the shelves and build the skills of the children.
http://willowchild.com/2014/04/15/the-benefits-of-practical-life-activities/
SUMMARY
The article addresses the importance of concentration and the Practical Life area. Dr. Montessori intended children to have real life experiences. She wanted children to actually cut fruit, not pretend to cut fruit. Through doing these activities not only do the children learn practical everyday skills, but they achieve concentration skills. The level of concentration will serve the child throughout his life and allow the ability to achieve Normalization, a state of order and calm when one is able to work without need of anything else. The action of doing the activity brings bliss and joy. These activities are neither too hard or too easy.
What I learned
The photos in the article show beautiful Practical Life activities. The rich variety allows children to find many opportunities to work and find a Normalized state during the day. The Montessori Practical Life is an oral tradition. here are no specific books or activities created by Dr. Montessori. It is up to Montessori teachers to pass on ideas and support each other in creating new activities.
http://www.michaelolaf.net/lecture_secret.html
SUMMARY
Dr. Montessori saw children as naturally ordered and drawn to meaningful work. She called this state “Normalization” or the true state of the child. There is a three step process which is repeated over time by children which forms their personality and character:
- Preparation of an activity. The will require metal planning and physical movement
- Participating in the activity which is so engrossing all other thing disappear an a high level of concentration occurs.
- Rest. The activity ends and is put away and there is a satisfaction and joy that occurs.
There are four characteristics of Normalization:
- Love of work
- Concentration
- Self Discipline
- Sociability
The role of the adult is to allow the child to experience Normalization without interruption. The adult must carefully prepare activities that invite and allow the child to engage in activities which are neither too difficult nor easy.
What I learned
Through the experience of Normalization the child’s character and personality is formed. I wonder how children not allowed to experience great times of concentration develop and how this effects our society.
http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1193&context=maed
SUMMARY
The Practical Life activities best support the expereince of Normalization. The loop between hand activities and mind work allow the child to have the experience of calming effect of internal order.
What I learned
I needlepoint. I find the experience to be the wonderful and now know it is because i puts me in a state of Normalization.
http://montessoriguide.org/an-introduction-to-practical-life/
SUMMARY
This is a wonderful AMI ( Association Montessori Internationale) that outlines the ideal Montessori Practical Life environment. The materials must be ordered and attractive and provide a varied experience in self help, cleaning. This is the most though explanation of a Practical Life area I have found.
What I learned
I am an AMS ( American Montessori Association) teacher and found the AMI article informative.
http://tmesnm.com/uploads/documents/PTC-_What_is_Normalization.pdf
SUMMARY
The article explains to laymen the reason Normalization is important in a classroom. Children work with purpose, work because they want to and work because they know it is the right thing to do. Normalization is a odd term to the non Montessori ear, but the article explains the term as being the most important thing a Montessori teacher can do.
What I Learned
It is interesting to learn some Schools allow parent participation after a class is normalized.
https://files.eric.ed.gov/fulltext/EJ1077077.pdf
SUMMARY
The article outlines the importance of Practical Life in the Montessori Primary Class. The guidelines in the article help point out how to classify the activities in a Practical Life area. The emphasis is on care of self and environment while fostering concentration and order.
What I learned
Building a classroom rich in self motivating and attractive materials will engage and attract children.
Revisiting the Process of Normalization
by Rita Schaefer Zener
The NAMTA Journal Vol, 24, No 1. Winter 1999
SUMMARY
The article explains the three different levels of Normalization. Each level is clearly explained and examples are given. The role of the adult and the return to a natural ordered state is a key point.
What I Learned
There are deviations which keep a child from Normalizing, the key is for the adult to provide an environment to support the return to Normalization.
The Spiritual Regeneration of Man
by Maria Montessori
The NAMTA Journal Vol.22, No.. 2 Spring 1997
SUMMARY
This article is from an address Dr. Montessori gave to the Montessori Society at the Twenty Second Annual Conference of Educational Associations in London 1934. Dr. Montessori teaches that Normalization is the “spiritual regeneration” which frees a child from deviations. This process will reveal the child’ true nature and develop the child’s “spiritual orientation” for life.
What I learned
The spiritual component to what Dr. Montessori taught is lost in the modern day classrooms. Montessori viewed spiritual as a key component to a child’s self, but I think teachers worry this is a religious piece.
The Mother and The Child
by Maria Montessori
The NAMTA Journal Vol.20,No. 3 Summer 1995
This is from a lecture Dr. Montessori gave at an education conference in Oakland California in 1915! The ground breaking concept was that adults, including mothers, should not impose themselves onto a child but rather allow the child to grow spiritually. Montessori explained how to not only care for the child’s physical well being and safety, but also the inner development and spiritual growth.
What I learned
It is amazing to imagine Dr. Montessori in Oakland at the turn of the century teaching adults how to nurture children and develop their inner strengths.
Montessori Primary Education 